Working with Parents of Second

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Transcript Working with Parents of Second

Working with Parents of SecondLanguage Learners
WETA Reading Rockets Webinar Series
October 25, 2012
Judith Jerald, Senior Early Childhood Advisor
U.S. Programs
Working with ParentsOveraOOO
Building strong, respectful collaborations
with parents supports the healthy development of
their babies, toddlers, and preschoolers, and
contributes to the creation of culturally diverse
communities where all children can learn, grow,
and thrive.
Early Steps to School Success/Dual Language Learning Curriculum/ Zero to Three/Save the Children
Principles to Remember
• Language is learned in the context of
relationships
• Language and culture are linked
• Parents should be encouraged to use the
language in which they are most competent
• Early childhood educators should know about
dual language acquisition, the culture of the
children they serve, and the developmental
stages that children learning two languages may
go through.
The Importance of Home Language
• Shapes a child’s self-concept
• Affects a child’s ability to participate in his
family’s culture
• Opens up multiple opportunities in life
What We Can Tell Parents About
Young Children Learning Two
Languages
• Simultaneous bilinguals
• Language Mixing
• Peer relationships are important in learning a
second language
• Silent Period
• Reading
• Myths
Strategies for Parent Groups
• Incorporate home language and culture
• Include community members from families’
home culture(s).
• Modify activities
• Provide information in families’ home
languages
• Demonstrating a talent or skill
Visiting with Parents
•
•
•
•
Prepare
Engage
Developing Literacy
Social Emotional Development
Lessons Learned
• Staffing: What to look for when hiring staff who
will work with parents of second language
learners
• Environment
• Transitions of children to public school and other
settings
• Community
• Rural settings
• Children with
disabilities
Lessons From the Field
• “Families are more comfortable with their home visitor
if she speaks their native tongue—families will share
more about their experiences, risks and resources”.
• “We have found that we have more turnover of
families when the home visitor doesn’t speak their
language”.
• “Preschool and kindergarten teachers are sharing with
us that they can tell who the ESSS children are because
of the parent engagement. Those families stand out
from the others and feel comfortable in the school
setting”.
ESSS Program Specialist from central CA
References and Resources
Much of the material for this presentation came from the following resources:
• Zero To Three. (Nov. 2008). Dual Language Learners in Early Care and Education
Setting, Washington, DC: Author.
• Zero to Three and Save the Children. (2007). Early Steps to School Success/An
Introduction to Dual Language Learning. Curriculum author Rebecca Parlakian
• Tabors, P.O. One Child Two Languages (1997). Baltimore: Brooks.
• National Association for the Education of Young Children. (1995). Responding to
linguistic and cultural diversity: Recommendations for effective early childhood
education. Washington, DC: Author.
• Stacey York. ( (2003)Roots and Wings: Affirming Culture in Early childhood
Programs, St Paul, MN: Redleaf Press.
• Gonzalez-Mena, Janet (2005). Diversity in early care and education programs:
honoring differences. Boston: McGraw-Hill.